Minds On
Today’s vocabulary
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Theme and variation is a choreographic form used to organize a dance piece. It follows the pattern: A, A1, A2, etc.
Theme and variation is a form that is also used in music. Consider the following example in music.
Check out this video entitled “Twinkle Twinkle Little Star” to learn more about one piece of music.
Explore this video “Variation–Twinkle Twinkle Little Star” to learn more about variation in music.
What do you notice? How is the variation different from the original theme?
Record your ideas using a method of your choice.
Action
Get ready, get set…
Task 1: Theme
When using theme and variation in dance, the choreographer will create a core dance phrase that will serve as the theme section. In the Minds On section, this was the original theme of Twinkle Twinkle Little Star.
The choreographer then creates one or more variations of this theme. They will alter this original phrase by changing one or more of the elements of dance. For example, they might make the phrase slower (time), dance the movements at a different level (space), change the direction of the movements (space), etc.
Let’s begin by creating the theme section of the dance piece.
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Use the following graphic organizer 8-Count Dance Phrase to create an 8-count dance phrasein your notebook or using the following fillable and printable document. An 8-count dance phrase is a dance pattern that is performed within 8 beats or pulses. This will be the theme section. Use the following example to guide you, if needed.
If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
|
Movement #1 (Count 1 and 2) |
Movement #2 (Count 3 and 4) |
Movement #3 (Count 5 and 6) |
Movement #4 (Count 7 and 8) |
|---|---|---|---|
Press the ‘Activity’ button to access 8-Count Dance Phrase.
Press ‘Sample’ to access an example that might help you if needed.
|
Movement #1 (Count 1 and 2) |
Movement #2 (Count 3 and 4) |
Movement #3 (Count 5 and 6) |
Movement #4 (Count 7 and 8) |
|---|---|---|---|
| Take two steps forwards | Crouch down into a ball at a low level | Crawl forwards for 2 counts | Jump up and stand at a high level on 2 feet |
A student is performing the following movements. Movement #1 (Count 1 and 2) - Take two steps forwards Movement #2 (Count 3 and 4) – Crouch down into a ball at a low level Movement #3 (Count 5 and 6) - Crawl forwards for 2 counts Movement #4 (Count 7 and 8) - Jump up and stand at a high level on 2 feet
If possible, practise your sequence until you can perform it without stopping. Always be sure to do your safety checks before you do an activity.
Safety
Before you begin, consider these safety precautions:
Go!
Task 2: Variations
Brainstorm
Brainstorm
Drawing on your knowledge of the elements of dance, brainstorm the ways you could alter your “theme” section to create different variations (e.g., the movements could be performed slower or faster (time)). Use the following brainstorming web.
Complete the How Can the Theme Be Varied? in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
Press the Activity button to access the How Can the Theme Be Varied?.
Activity (Open PDF in a new tab)Revisit your original dance phrase. From your brainstorming, select two of the elements of dance that you will use to alter your original theme phrase. Use the example to guide your ideas, if needed.
Press ‘Sample’ to access an example of variations that could happen to the original dance phrase.
| Theme (Original phrase) | |||
|---|---|---|---|
| Movement #1 (Count 1 and 2) | Movement #2 (Count 3 and 4) | Movement #3 (Count 5 and 6) | Movement #4 (Count 7 and 8) |
| Take two steps forward | Crouch down into a ball at a low level | Crawl forwards for 2 counts | Jump up and stand at a high level on 2 feet |
| Variation #1: Change the direction | |||
| Movement #1 (Count 1 and 2) | Movement #2 (Count 3 and 4) | Movement #3 (Count 5 and 6) | Movement #4 (Count 7 and 8) |
| Take two steps backwards | Crouch down into a ball at a low level | Crawl backwards for 2 counts | Jump up and stand at a high level on 2 feet |
| Variation #2: Change the speed - slowly | |||
| Movement #1 (Count 1-4) | Movement #2 (Count 5-8) | Movement #3 (Count 8-12) | Movement #4 (Count 13-16) |
| Take two steps forward (each step now takes 2 counts) | Slowly crouch down into a ball at a low level (take 4 counts total) | Crawl forwards. Each crawl takes two counts (4 counts total) | Slowly rise and stand at a high level on 2 feet |
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Use the following graphic organizer to record your ideas.
Complete the Varied Dance Phrase activity in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
| Theme (Original phrase) | |||
|---|---|---|---|
| Movement #1 (Count 1 and 2) | Movement #2 (Count 3 and 4) | Movement #3 (Count 5 and 6) | Movement #4 (Count 7 and 8) |
| Variation #1: Change the direction | |||
| Movement #1 (Count 1 and 2) | Movement #2 (Count 3 and 4) | Movement #3 (Count 5 and 6) | Movement #4 (Count 7 and 8) |
| Variation #2: Change the speed - slowly | |||
| Movement #1 (Count 1-4) | Movement #2 (Count 5-8) | Movement #3 (Count 8-12) | Movement #4 (Count 13-16) |
Press the ‘Activity’ button to access the Varied Dance Phrase activity.
If possible, practise the dance phrase all together and share it with a partner.
Safety reminder
Always be sure to do your safety checks before any physical activity!
Optional: use the click track to help you keep your movements on the beat.
Press ‘Hint’ to access to access an explanation of a click track.
Just like a metronome, a click track plays the steady pulse of the beat. The steady beat ensures that each dance phrase is completed within the correct number of beats or pulses. This is how you can tell if you’re dancing in tempo!
Consolidation
Putting it all together
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Review your learning
Use the following questions to reflect on your learning.
- Which elements did you use to vary your original theme? Why?
- If you were to create additional variations, which elements would you use? Is there a way to incorporate multiple elements into one variation? Explain your thinking.
- How theme and variation similar in dance and music? How are they different?
Record your ideas using a method of your choice. Consider adding your work to your portfolio.
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel…
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.